Critical survey of information technology use in higher education: blended classrooms

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dc.contributor.author Cronin, James G. R.
dc.contributor.author McMahon, John Paul
dc.contributor.author Waldron, Michael
dc.contributor.editor Payne, Carla R.
dc.date.accessioned 2011-03-07T13:47:56Z
dc.date.available 2011-03-07T13:47:56Z
dc.date.issued 2009-06
dc.identifier.citation Cronin, J.G.R., McMahon, J.P., Waldron, M., 2009. Critical survey of information technology use in higher education: blended classrooms. In: C. R. Payne, (ed.). Information technology and constructivism in higher education: progressive learning frameworks. Hershey PA : Information Science Reference. pp.203-215 en
dc.identifier.startpage 203 en
dc.identifier.endpage 215 en
dc.identifier.isbn 9781605666549
dc.identifier.isbn 9781605666556
dc.identifier.uri http://hdl.handle.net/10468/241
dc.identifier.doi 10.4018/978-1-60566-654-9
dc.description.abstract Reception and use of information technology by lifelong learners within a 'blended' learning environment needs to be articulated within a constructivist paradigm.  Increasingly, the term reflective practice is appearing in the vocabulary of adult education discourse. Educators have become familiar with the concept of reflective practice through Donald Schön's writings. Schön's work is founded on a tradition of learning supported by Dewey, Lewin, and Piaget. As a learning group, lifelong learners are receptive to constructivist learning interventions where facilitated activities provide learners with opportunities to enact and collaboratively construct meaning as interventions unfold. This case study reviews learning enactments through an online discussion forum in an evening diploma in European Art History, University College Cork, Ireland. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Information Science Reference en
dc.relation.ispartof Payne, C. R. ed., 2009. Information technology and constructivism in higher education: progressive learning frameworks. Hershey PA : Information Science Reference.
dc.relation.uri http://www.igi-global.com/bookstore/chapter.aspx?titleid=23497
dc.rights This chapter appears in Information technology and constructivism in higher education: progressive learning frameworks edited by Carla R. Payne. Copyright 2009, IGI Global, www.igi-global.com. Posted by permission of the publisher. en
dc.subject Constructivist learning interventions en
dc.subject E-learning en
dc.subject.lcsh Education, Higher -- Effect of technological innovations on en
dc.subject.lcsh Art, European -- History -- Study and teaching en
dc.subject.lcsh Continuing education -- Ireland -- Case studies en
dc.title Critical survey of information technology use in higher education: blended classrooms en
dc.type Book chapter en
dc.internal.authorurl http://publish.ucc.ie/researchprofiles/A020/jcronin en
dc.internal.authorcontactother James Cronin, History Of Art, University College Cork, Cork, Ireland. +353-21-490-3000 Email: j.cronin@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2010-10-16T10:43:01Z
dc.description.version Published Version en
dc.internal.rssid 22018307
dc.description.status Peer reviewed en
dc.internal.copyrightchecked Permission granted by publisher to author JGR Cronin 3 March 2011 en


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